Teacher's Guide

Teacher’s Guide WHAT’S WITH LONGITUDE? Pg 18

™ Winter Count Robes Pg 16 How Water Tells INTO HISTORY Time Pg 44

Where Paint Marks the Year Pg 54

MAGAZINE ARTICLES

When Time Stood Still ...... 2 Expository Nonfiction 920L American Woodhenge ...... What . . . 4. . Expository Nonfiction 1110L Calendars ...... 8 . . Expository Nonfiction 1090L All in Your Head ...... 14 Expository Nonfiction 860L Lakota Winter Count ...... 16 . . Expository Nonfiction 1060L Help! I’m Lost Without My Watch!Time ...... 18 Expository Nonfiction 1060L Sand, Bells, and Watches ...... 24 Expository Nonfiction 1140L 1 The Thrill of Time Travel ...... 30 Expository Nonfiction 1210L Is It?

Dig: What Time Is It? © September 2016 Contents

WHAT’S WITH LONGITUDE? Pg 18

™ Winter Count OVERVIEW Teacher’s Guide for Dig: Robes Pg 16 How Water Tells What Time Is It? INTO HISTORY Time Pg 44 In this magazine, Where Paint Marks the Year Pg 54 readers will learn how Using This Guide ...... 2. . different people What conceptualize Skills and Standards Overview . . . 3. . and mark time. Time Dig: What Time 1 Is It? Is It? includes Article Guides...... 4 information about how chronometers have impacted life at sea and how a variety of timekeeping devices Cross-Text Connections...... 12. . were invented or constructed.

Mini-Unit...... 13

Graphic Organizers ...... 16 .

Appendix: Meeting State and National Standards...... 18 ESSENTIAL QUESTION:

How do humans conceptualize and track time?

1 Dig: What Time Is It? © September 2016 Using This Guide

We invite you to use this magazine as a flexible teaching tool, ideal for providing interdisciplinary instruction of social studies and science content as well as core literacy concepts . Find practical advice for teaching individual articles or use a mini-unit that helps your students make cross-text connections as they integrate ideas and information .

READ INDIVIDUAL ARTICLES PAGES 4 – 11

Each article in this magazine is well-suited for teaching literacy concepts and content area knowledge . For each individual article in this guide, you’ll find the following:

Prepare to Read Essential Question CCSS.Speaking and Listening 1, 2, 4

Content Concepts C3 Framework for Social Studies Close Reading and Text Analysis Next Generation Science Standards CCSS.Reading.1-10

Key Vocabulary Writing/Speaking and Listening CCSS.Reading.4 CCSS.Writing.1, 2, 3 & 6 CCSS.Speaking and Listening 1, 2, 4

TEACH A MINI-UNIT PAGES 13 – 15

SOCIAL Magazine articles can easily be grouped to make cross-text STUDIES connections and comparisons . Our Mini Unit allows students to read and discuss multiple articles and integrate ideas and information (CCSS .Reading .9) . Discussing multiple articles (CCSS .Reading .9) prepares students to write texts to share and CORE publish in a variety of ways (CCSS Writing. .2) . LITERACY ARTICLES

2 Dig: What Time Is It? © September 2016 Skills and Standards Overview

Essential Question: How do humans conceptualize and track time?

MAGAZINE CORE CONTENT LITERACY CORRESPONDING CCSS ARTICLES CONCEPT SKILLS ANCHOR STANDARDS When Time Stood Still Changes in technology • Close Reading Reading 1, 2, 3, 5 & 7 Expository Nonfiction represent examples of • Interpret Visual Writing 3 historical change . Information • Analyze Text Structure • Write Narrative Texts American Woodhenge The needs of a culture • Close Reading Reading 2, 4, 5 & 6 Expository Nonfiction influence the technology it • Evaluate Word Choice Writing 2 & 7 creates . • Determine Author’s Purpose • Research and Write Calendars... The needs of a culture • Close Reading Reading 1, 2, 3, 7 & 9 Expository Nonfiction influence the technology it • Interpret Visual Speaking & Listening 1 & 2 creates . Information • Analyze Multiple Perspectives • Debate a Topic All in Your Head Environmental needs • Close Reading Reading 1, 2 & 4 Expository Nonfiction influence cultural patterns of • Evaluate Tone Writing 1 & 7 behavior . • Evaluate Word Choice • Research and Write Lakota Winter Count People’s perspectives shape • Close Reading Reading 1, 2, 5 & 8 Expository Nonfiction the historical sources they • Analyze Text Features Speaking & Listening 4 create . • Analyze an Argument • Present an Opinion Help! I’m Lost Without My The needs of a culture • Close Reading Reading 1, 3, 4 & 5 Watch! influence the technology it • Analyze Literary Devices Writing 1 Expository Nonfiction creates . • Evaluate Tone • Write Arguments Sand, Bells, and Watches The needs of a culture • Close Reading Reading 1, 2, 4, 5 & 7 Expository Nonfiction influence the technology it • Interpret Visual Writing 3 uses . Information • Evaluate Word Choice • Write Narrative Texts The Thrill of Time Travel People’s perspectives shape • Close Reading Reading 1, 2, 4, 5 & 6 Expository Nonfiction the historical sources they • Analyze Text Structure Writing 3 create . • Analyze Point of View • Analyze Poetry • Write Narrative Texts

Comparing Texts: CCSS Reading 9 Mini-Unit: CCSS Reading 1, Reading 7, Writing 9, Writing 10

3 Dig: What Time Is It? © September 2016 ARTICLE: When Time Stood Still Magazine pages 2 - 3, Expository Nonfiction

by Gordon Grimwade

0 When Time Stood Still

complex and large (see pages 44–45). Ancient The hourglass was a… scientists, like their modern counterparts, were later addition to the various devices that existed brilliant people. They may not have had tablets before the chronometer was perfected in the 18th or personal computers, but Arab scholars made century. The chronometer’s concept was simple. incredible advances in human knowledge long Two glass bulbs (example at right), before the Western world moved out of the one filled with a specific amount of so-called Dark Ages. sand, were joined by a narrow neck. It took one hour for the sand Elsewhere, people… to flow from the top bulb to the used candles (below) to tell the time. In China, bottom one. For many centuries, around 520 c.e., You Jiangu and a few colleagues they were popular on sailing The ability to tell time is necessary to humans, and many figured out that similar candles burn at the same ships, but the crew member ow do you tell the time on a cloudy day? were refined and rate. For example, they took six candles, each responsible for turning the HEasy. You check your watch. gained greater marked in 12 sections, that they knew took four glass each hour could not fall accuracy—except hours to burn away. Simple mathematics will tell asleep at the wrong moment. Okay, but… when the sun was you that each section took 20 minutes to burn. Small hourglasses were let’s go back several thousand years to when hidden by those About 300 years later, England’s King Alfred popular in kitchens to help boil devices, from the sundial to the modern egg timer, have been watches did not exist. A glance at the sun would billowing clouds. used a similar clock. Did it take three centuries for eggs correctly. The sand ran through in three give some idea of time, but, on cloudy days or at the idea to cross Asia and Europe or did Alfred minutes. Today, electronic egg timers are night, that was impossible. Yet, even during bad Someone really… come up with the idea on his own? We do not available, but Grandma may have an old one weather, people needed to plant crops, hold needed to sort out this time-keeping business. know, but historians and archaeologists may tucked away in her cupboards, if you ask her. ceremonies, attend meetings or even raid Eventually, cloudy days were no excuse to be someday figure out the answer. neighbors. As a result, many ingenious ways to late. The Egyptians invented the water clock, One advantage… tell time were invented. which contained a reservoir of known volume Candle clocks needed… with the egg timer is that you can still use it, even invented for the purpose . The sundial (below) was being used in Egypt by that would steadily drain through a hole of protection from the wind. A gentle breeze caused if it is cloudy outside.

1500 b.c.e., and its principle was simple. As the specific size. The water clock, or clepsydra (from them to burn more quickly, while a strong puff sun moves across the sky, the shadows it casts also the Greek words “to steal water”), would blow them out (maybe that is when time Gordon Grimwade is an archaeologist and writer living in Queensland Australia, when he is not exploring other parts of move. By marking equal divisions around a gradually became more complicated stood still). As these clocks were used long before the planet. selected rock, tree, or stick, early humans could (see above). glass was available, wooden frames, fitted with get some idea of the time. Seasonal changes transparent horn panels, brought their own challenges, but sundials slowly Al-Jazari, a famous… protected the flame.

12th-century c.e. Arab scholar,

92 Score: exile used water to power his 20-foot- high clock that was extremely L

2 3

ESSENTIAL PREPARE TO READ QUESTION Ask if the students have ever been late for something . What were the results? How do humans conceptualize and track Have them imagine a society where no one kept track of time . What would it time? be like? Lead them to draw conclusions about why it’s important to track time .

CORE CONTENT CONCEPT

Social Studies Changes in CLOSE READING AND TEXT ANALYSIS technology represent examples of Key Ideas historical change . • Make a chart of each device used to tell time . Include how it works and its limitations . CCSS Reading 3 • What is the theme of this article? Highlight details in the text that helped you CROSS-CURRICULAR EXTENSION determine the theme . CCSS Reading 1 & 2

Science Build a sundial and use Craft and Structure it to mark time while studying the • Interpret Visual Information Study the illustrations that accompany the text . principles behind its effectiveness . Note which section of the text each relates to . How does each improve your understanding of the topic? CCSS Reading 7 • Analyze Text Structure How is this text organized? What role does each KEY VOCABULARY section play in the organization and development of the ideas presented? chronometer (p. 3) a watch or CCSS Reading 5 clock that measures time very exactly

refined (p. 2) improved to be more precise or exact

reservoir (p. 2) a place (such as WRITING a part of a machine) where a liquid is stored Write Narrative Texts Write about a time in your life when time was important . Were you late for something, waiting for something, or in the right place at the right time?

4 Dig: What Time Is It? © September 2016 ARTICLE: American Woodhenge Magazine pages 4 - 7, Expository Nonfiction

by A. Gwynn Henderson

wenty-first-century people want to agricultural and ceremonial calendars in a very know what time it is ALL the time! public way. At the time, more than 20,000 But we are not the first. people lived in the town. A site, now called Eastern North America’s prehistoric Monks Mound, the largest prehistoric earthwork farmingT peoples kept track of time as well. They in America, dominated its ceremonial center, needed to know when key days in their farming which consisted of several plazas and more than schedule would occur. For example, if they knew 120 mounds. when frost-free days would begin in the spring, they would know when it was safe to plant the Meet the Sun Calendar corn, beans, and squash that they depended on Using their knowledge of the sun’s yearly for food. Knowing “when” also meant that they movement, the Cahokians built a sun calendar could prepare for important religious celebrations using wooden posts. It was located about 3,000 The Cahokia people of North America constructed and hold them on the proper days. feet west of Monks Mound. The archaeologist who Today, with pinpoint accuracy, we slice time discovered the calendar called it the American into thin slivers—tenths of seconds or less—as well Woodhenge. Further work revealed that over the as bigger chunks, such as hours, weeks, and years. course of 100 years, the Cahokians built five The ancient farmers tracked larger slices of time— separate, and ever larger, woodhenges in that days, months, seasons. To do so, they used the sun area. As with many calendars, the Cahokian solar woodhenges, groups of wooden posts set in a circle, to mark and moon, the planets and stars. calendar was not about predicting the solstices or equinoxes, it was about being involved in the Time-Honored Observation timely celebration of these events. A sun calendar The annual movement of the sun as the seasons requires only four correctly positioned posts. One change was particularly important to them. marks a central observation point; two mark the Their ancestors had watched this for thousands winter and summer solstice sunrises; and the of years. So, the farmers knew that the sun rises fourth marks spring and fall equinoxes, the the equinoxes and solstices . These may have served ceremonial each day at a slightly different spot on the halfway point between the solstice posts. horizon. In the northern hemisphere, the sun Since Cahokia’s woodhenges describe complete rises at the farthest point north on the horizon and perfect circles, archaeologists think that these on the summer solstice: June 21, the longest day structures had other meanings. The Cahokians of the year. It reaches the farthest point south viewed the four quadrants of a circle—north, on the horizon at the winter solstice: December 21, south, east, and west—as important symbols. purposes as well as their time-keeping needs . the shortest day of the year. The halfway points They linked them to ritual colors and the elements are March 21 and September 22—the spring and of fire, air, earth, and water. Perhaps even the fall equinoxes. At the solstices, the sun appears circle itself was a symbol, enclosing sacred space to stop moving for about five days before it where priests carried out rituals marking the begins to reverse its course. cycles of the Earth and of life.

111 0 Score: exile AMERICAN Around 1100 c.e., the farmers, traders, chiefs, and priests living in a place archaeologists call The American Woodhenge is named after England’s Woodhenge, which is located near the country’s Cahokia made an important decision. They famous stone circle, known as Stonehenge. A henge L WOODHENGE would mark the important days on their is a circular structure of stone or wooden posts. As the first rays of sunrise hit the summer solstice 4 cedar pole, the sun priest breaks into song. 5

ESSENTIAL PREPARE TO READ QUESTION Look at the definition of American Woodhenge that is given with the article . How do humans conceptualize and track Encourage students to speculate about how a henge might be used to tell time? time .

CORE CONTENT CONCEPT CLOSE READING AND TEXT ANALYSIS Social Studies The needs of a culture influence the technology it Key Ideas creates . • Highlight details in the text that explain how the American Woodhenge may have been constructed . CCSS Reading 2 • Underline details in the text that show how geography allowed the Cahokia to CROSS-CURRICULAR build the American Woodhenge . Which features did they use? CCSS Reading 2 EXTENSION

Science How do the rotation and Craft and Structure revolution of the earth lead to the • Evaluate Word Choice Reread the opening paragraphs and note the word existence and characteristics of the equinoxes and solstices? “when ”. Why is the third usage in quotation marks? How does it relate to the other two usages? CCSS Reading 4 • Determine Author’s Purpose What is the purpose of this text? How does KEY VOCABULARY each section relate to the purpose? What elements helped you determine the purpose? CCSS Reading 5 & 6 palisade (p. 6) a high fence made of pointed stakes that was used in the past to protect a building or area

pinpoint (p. 5) very exact or precise WRITING

ritual (p. 5) done as part of a Research and Write Research the Cahokia people and write an essay explaining ceremony or ritual what else archaeologists have learned about them .

5 Dig: What Time Is It? © September 2016 ARTICLE: Calendars . . Magazine pages 8 - 13, Expository Nonfiction

Calendars... by Bert Fisher eople use calendars to organize and THEby Bert Fisher GREGORIAN track time. The word “calendar” Pcomes from Latin. The Romans he Gregorian calendar—also called the Western been gaining one day against the solar year every with the Julian or the Gregorian called the first day of each month kalendae. or Christian calendar—is today the most widely 128 years. calendar. In 1712, Sweden Debt payments were due on this day, and used calendar throughout the world for civil, returned to the Julian the book used to track payments was known T official, and administrative purposes. Introduced by When Is Leap Year? and added two leap as a calendarium. Pope Gregory XIII in 1582, it was a refinement of the In the Gregorian calendar, a year that is exactly days—February 29 Natural units of timekeeping are cycles that can be observed with no difficulty. Julian calendar that had been introduced in 46 b.c.e. by divisible by four is a leap year, except when that and 30. Only in These units include the day, the lunar cycles, the Roman statesman Julius Caesar. Gregory XIII had year is exactly divisible by 100, but not by 400. So, 1753 did Sweden and the solar year. But, neither the cycle of appointed a commission, led by the astronomer 2000 is a leap year, but 1700, 1800, and 1900 are convert to the the moon nor that of the solar year takes an Christopher Clavius, to correct the Julian calendar. The not. The Gregorian, like the Julian, is a solar Gregorian—inserting even number of days to complete. The time refinement reflected the desire of the Catholic Church to calendar. It has 365 days and, in a leap year, adds an 11-day correction between full moons is 29.53 days, and it celebrate Easter, the Church’s oldest festival, at the same an extra day to February. Unlike the Julian, the by subtracting days The Gregorian, Coptic, and Chinese calendars serve to help takes the earth 365.242199 days to make a time of year as it had been celebrated centuries earlier. Gregorian calendar omits three leap days every 400 from February. So, in complete orbit of the sun. So, calendars must provide a simple and useful means of The Julian version had never accurately adjusted for the years. Like the Julian, the Gregorian calendar 1753 in Sweden, The engravings on this organizing time and, at the same time, track difference in the number of days in its year and the continued to count years from the traditional date February 17 was astrolabe from Cordoba in natural cycles as accurately as possible. actual number of days it took for the earth to complete of the birth of Christ, the central figure of the followed by March 1. Spain are difficult to see Let’s look at three calendars in use today. an orbit of the sun. As a result, the Julian calendar had Christian religion. The Catholic Church, however, Great Britain and its today. They represent the did not have authority to impose these reforms colonies adopted the Latin Julian calendar and were The Pope is the head of the Roman Catholic Church. inscribed sometime during people keep track of time, but how they are used and by whom outside the Church or the Papal States. Gregorian calendar in the 1300s c.e. The astrolabe From the outset, the Gregorian calendar faced 1752. To account for itself dates to 1154 c.e. resistance. Catholic countries, such as Spain and the 11 days it was Muslims ruled Spain at the time and introduced the Portugal, quickly adopted the new system, but behind, the days astrolabe to Europe. The Protestant and Eastern Orthodox countries did not. September 3 through predecessor of the sextant, They saw the Gregorian calendar as an attempt to 13 were deleted. The the astrolabe was used to observe and calculate the bring them under the Catholic sphere of influence. American statesman position of celestial bodies. differs . Eventually, most countries did adopt the Gregorian Benjamin Franklin calendar because it was more accurate and, as time wrote, “It is pleasant for an old passed, became less associated with Catholicism. man to be able to go to Adoption by countries around the world, however, bed on September 2 Did You Know? took centuries. China adopted the Gregorian and not have to get Some scientists have noted calendar in 1912, Russia did so in 1918, but some up until that the first year in the Gregorian calendar is unrelated to earth’s Eastern Orthodox countries did so only in the 1940s. September 14.” history. In 1993, Italian-American Discontent geologist Cesare Emiliani proposed the Problems with Conversion with the Holocene Calendar. This system adds

109 0 Score: exile When Sweden converted to the Gregorian calendar Gregorian exactly 10,000 years to what we now know in 1700, by mistake, it labeled 1704 and 1708 leap calendar as a.d./c.e., thereby making this calendar’s years. As a result, Sweden’s calendar was not in line continues first year close to the start of the current

L It seems everyone in this room—Pope Gregory XIII Holocene epoch. (seated at far left), members of the clergy, and public The term Papal States refers to the area in central Italy that has 8 officials—has an opinion about calendar reform. been ruled by the Catholic Church since 755 c.e. 9

ESSENTIAL PREPARE TO READ QUESTION Discuss all of the ways you and your students use the calendar . Explain that How do humans conceptualize and track there are other calendars and ask if the students have experience with any . time?

CORE CONTENT CONCEPT CLOSE READING AND TEXT ANALYSIS Social Studies The needs of a culture influence the technology it Key Ideas creates . • Create a chart of the calendars mentioned . Include information on where and how each was developed and is used today . CCSS Reading 1 CROSS-CURRICULAR • Highlight details in the text that explain the relationship between each calendar EXTENSION and a religion . CCSS Reading 2 & 3

Research a English Language Arts Craft and Structure common expression related to time Study the images associated with the article . and write an essay explaining its • Interpret Visual Information origins and meaning . How does each relate to the text? Why might each image have been chosen to accompany the text? CCSS Reading 7 • Analyze Multiple Perspectives How does each author build the theme of KEY VOCABULARY each section? How do they show each group’s relationship to time? CCSS Reading 9 compelling (p. 10) strong and forceful; causing you to feel that you must do something

martyr (p. 11) a person who is killed or who suffers greatly for a religion, cause, etc . SPEAKING AND LISTENING

refinement (p. 8) the act or Debate a Topic Work with a partner to determine which calendar is best . Once you process of improving something have decided, prepare materials to use in a debate with other pairs in your class . Once every pair has participated, the class will vote on the best calendar .

6 Dig: What Time Is It? © September 2016 ARTICLE: All in Your Head? Magazine pages 14 - 15, Expository Nonfiction

All in by Sylvia Whitman illustrated by Chuck Whelon Your How We Define it moved right. But Arabic and when something did or will Head? Languages reveal—and shape— Hebrew speakers, whose happen, forcing us to pay hat is how people understand time. languages are written from attention to time. Many Many of the words used to right to left, started on the right languages lack that precision, time? express time grew out of human and moved left. In all these focusing more on the present experience, such as the pattern cases, time falls on a horizontal moment. The Hopi of the You of light (day) and dark (night). line. Speakers of Mandarin, on American Southwest, for W Other terms captured the cycles the other hand, often lay out instance, have no past and can’t see it or hear it, of the moon (month) and the the images in a vertical line, future verb forms; they simply seasons (year). Aware that following the traditional way add words for “sooner” or “later.” taste it or touch it. It bodies change as living their Chinese characters were In Brazil, the Piraha people have creatures are born, mature, and written in columns from top so few words for time that they is like hope or love, die, many societies linked that to bottom. do not tell stories about their progression to numbers, How people order time history. “Everything is the same,” except that it is not particularly to age, which they depends on how they order they say. “Things always are.” often measured in years. language, even when their Modern Western societies an emotion you can Many cultures borrowed the language is only oral. Australian schedule time like a train Scientists have shown that how a culture uses language vocabulary of physical space aborigines who speak Kuuk running on a track. In less feel. Rather, (long and short, forward and Thaayorre have no words for industrial cultures, however, backward) to refer to invisible “left” and “right.” Instead, they events, rather than the clock, are time is an time. English and Spanish, for always specify the directions of a more likely to influence what instance, put events on a compass—“turn southwest and people do and how they think. abstract idea. timeline, with the past behind keep walking.” When impacts its ability to conceptualize time . what’s happening now and the researchers did the same mixed- Now… future ahead. But the Aymara, up-photo experiment, the Imagine life without watches and who live in South America, do aborigines lined up the images calendars. The Amondawa tribe just the opposite. When they talk in chronological order from east in Brazil’s Amazon rainforest has about the future, they point their to west, no matter which way only four numbers and no words thumbs over their shoulders to they were facing. for “time” and “year.” There’s a the air at their back. wet season and a dry season. No How We Describe It one refers to age. Amondawa How We ‘See’ It While some cultures think about take on different names as they Scientists have linked mental time often, others do not. For become parents or grow old. pictures of time to the direction example, time dominates Ponder this: If you don’t think that people write. To test this, American English. In fact, it is about time, does it exist?

86 0 Score: exile researchers passed out a stack of the most frequently used noun, mixed-up images and asked with “day” and “year” also Sylvia Whitman is a writer living in Sarasota, Florida. Her books include the YA people to lay them out in among the top 10 nouns in this novel The Milk of Birds and a picture book,

L Under the Ramadan Moon. chronological order. English category. English’s many verb speakers started on the left and tenses can pin down precisely

14 15

ESSENTIAL PREPARE TO READ QUESTION Use the image on page 14 to lead into a discussion of what it means for How do humans conceptualize and track something to be “all in your head ”. Discuss the term as an idiom and as a literal time? expression and ask how time can be all in your head .

CORE CONTENT CONCEPT

Social Studies Environmental CLOSE READING AND TEXT ANALYSIS needs influence cultural patterns of behavior . Key Ideas • Create a chart of each culture mentioned, the form its language takes, and how this has impacted the people’s ability to conceptualize time . CCSS Reading 1 CROSS-CURRICULAR • What can you infer about the impact of industrialization on a people’s need EXTENSION to conceptualize time to a greater degree? Highlight details in the text that support your inference . CCSS Reading 1 & 2 Science Research how the brain processes language . Craft and Structure • Evaluate Word Choice What is meant by the term “abstract concept”? What specific details in the text help you determine its meaning? How does KEY VOCABULARY understanding this phrase help you understand the article? CCSS Reading 4 dominate (p. 15) to be most • Evaluate Tone What is the author’s tone? Which specific words and phrases common give you this impression? CCSS Reading 4

progression (p. 15) the process of developing over a period of time

WRITING

Research and Write Conduct further research on how the languages we know influence the way we conceptualize thought and write an argument about the importance of learning languages . Remember to support your argument with evidence .

7 Dig: What Time Is It? © September 2016 ARTICLE: Lakota Winter Count Magazine pages 16 - 17, Expository Nonfiction

hat was the most important thing each band or tribe. By looking at the symbols, people that happened to you or to your would be reminded of the event or the story it Lakota Wfamily this year? Did you see represented. They could compare their own lives, something that you had never seen before? Take a including births, marriages, or deaths, with images special trip? Was there a birth or a death? on the winter count robe. Winter One of the best-known robes is the Big Missouri Marking Key Events Winter Count. It was started in the winter of On the Great Plains of the American West, many 1795/1796 and recorded time for the Brule Sioux tribes including the Lakotas, Cheyennes, and Kiowas until 1926—a total of 131 years! The last Keeper of Countby Robert B. Pickering marked the passing of a year by recording the event this robe was a Native American known as Kills considered most important to that tribe or to each Two. He could look at the pictographs and tell the band of the tribe. But, the year did not begin for story each represented. Among Plains peoples, the them on January 1 or end on December 31, as it does white buffalo was the most sacred being. The Big Native American groups in the Great Plains region often used for us. Instead, the year slowly changed from winter Missouri robe features the white buffalo image and to spring to summer to fall. A season was marked by story five times. the changing constellations in the sky, the The Lone Dog Winter Count robe includes an temperature, rain, dryness, and snow. Like people, image of a cluster of stars around a crescent moon. animals and birds were born, grew into adults, and For that reason, this robe is often called the “When moved from one place to another. Seasons arrived the stars fell” winter count. On the night of a winter count robe to mark time . They recorded images of the and departed in a regular and predictable way, and November 12, 1833, the Leonid meteor shower was each year was very much like every other. spectacular. The Keeper of the Lone Dog robe, along To mark the passage of a year, elders from each with Western scientists (including Prussian explorer band or tribe met in the winter, when it was too cold and naturalist Alexander von Humboldt), recorded to hunt and there was time to reflect on events and this heavenly event. tell stories. Together, they decided which event was most important event of the year, as determined by tribal or the most important for the past four seasons. It How Old? Who Knows! might be a particularly deep snow or a brutally cold It may be impossible to pinpoint when the tradition winter. It might also be an unusual natural event, of winter counts began. Historical records offer such as seeing a meteor or feeling a major earthquake. evidence that the Big Missouri and another winter Human-related events, such as an important battle or count, presently referred to as High Dog, started in an especially good hunt, might be noted. After the late 1700s. Records also tell of others that date to Europeans arrived on the Plains, the elders sometimes the early 1800s. But these may not be the original band elders, on the robes . chose seeing their first horse, a skirmish with cavalry dates, because robes were copied when they were too soldiers, or the arrival of a terrible disease, such as worn or when more space was needed. For example, smallpox, as the event of the year. a copy of the Big Missouri winter count was painted on muslin cloth. Today, it is in the collection of the

A young tribe member It’s All on the Robe Denver Museum of Nature and Science. So, it is watches as the Keeper After selecting the event, the elder who was known as possible that the creation of winter counts as year of the Winter Robe 106 0 Score: exile the Keeper of the Winter Count robe—that is, the markers and historical records is very, very old. count illustrates the event chosen as most pictorial account of the tribe’s history—painted an significant of the image on a tanned buffalo hide. As the decades Robert B. Pickering is the founding director of the Museum Science previous four seasons. and Management M.A. program and professor of anthropology at the L passed, the symbols and the hide became a history of University of Tulsa.

16 17

ESSENTIAL PREPARE TO READ QUESTION Share images or symbols of important events in your life with your students . How do humans conceptualize and track Discuss the importance of saving mementos or pictures and have students time? share some of their own .

CORE CONTENT CONCEPT CLOSE READING AND TEXT ANALYSIS

Social Studies People’s perspectives Key Ideas shape the historical sources they • What can you conclude about the Native American tribes based on the events create . they chose to remember from each year? Cite details from the text to support your answer . CCSS Reading 1 & 2 • What can you infer about the impact of the arrival of Europeans on the tribes CROSS-CURRICULAR native to the Plains? Which details in the text support this inference? CCSS EXTENSION Reading 1 & 2

Art Paint an image of an important event in your life on a piece of leather Craft and Structure in the style of a winter robe . • Analyze Text Features What is the role of the introduction to this article? How does it introduce the concepts involved in the winter count? How does it help the author develop the theme of the text? CCSS Reading 5 KEY VOCABULARY • Analyze an Argument What evidence does the author present for the skirmish (p. 17) a brief and indeterminate age of the winter count? Is this evidence sufficient?CCSS usually unplanned fight during a war Reading 8

spectacular (p. 17) causing wonder and admiration

SPEAKING AND LISTENING

Present an Opinion Consider important events of the past year . Decide which event you would like to place on a class winter count robe and create a multimedia presentation to convince the class that your choice is best .

8 Dig: What Time Is It? © September 2016 ARTICLE: Help! I’m Lost Without My Watch! Magazine pages 18 - 21, Expository Nonfiction

Want to know more about longitude? Check out the Smithsonian book titled Time and Navigation: The I’m Lost Untold Story of Getting from Here to There. Help! based on visual estimates. In time, navigators miles. Because strong trade winds filled the fleet’s Without My used an instrument called a sextant that offered sails, he was able to reach the Caribbean just precise measures of latitude. There were no such before running out of supplies. instruments, however, to determine longitude. Such mistakes in longitude almost caused a

In 240 b.c.e., the Greek mathematician war between Spain and Portugal. In the mid- Watch! Eratosthenes calculated the circumference of the 1400s, Portuguese explorers had claimed the Cape Earth around the equator to be 25,000 miles. He Verde Islands and the Canary Islands off the west was quite close: The actual figure is only 100 coast of Africa. Then, in 1481, at the request of miles less—24,900 miles. Using that Portugal, the Pope granted Portugal ownership of measurement, Eratosthenes then calculated that all lands south of the two island groups. As each degree of longitude would be about 70 miles. European explorers ventured farther and farther Although celestial objects were used to calculate latitude, into the Atlantic Ocean, this grant would come to Saved by Winds include all of South America and some of Central When Columbus set sail in 1492, he thought he America. Problems began when, in 1492, knew the latitude of the prized land, India, that Columbus claimed all of the New World for Spain. he sought. What he did not know was the longitude of India. According to many maps at A Contest—and a Prize no means existed for calculating longitude until the British that time, India was less than 135 degrees of To avoid war between the two most prominent The year is about 1700 c.e., and the longitude west of Europe. But, the accepted Catholic nations at the time, the Pope divided the vessel above seems headed for disaster! If only the sailors aboard had had some number for the circumference of the Earth at the New World in 1494 between Spain and Portugal by Vaughn M. Bryant means to determine their longitude. time was only 15,000 miles. As a result, Columbus with the Treaty of Tordesillas (see page 20). But, estimated that the voyage from the Canary there was a problem: No one knew the longitude Islands in the Atlantic Ocean to India was 2,300 needed to mark the line between the territories. Parliament began a contest to prevent the loss of further ships . he year was 1707, and British Admiral Why the Disaster miles. For such a relatively short journey, The original agreement suggested the division Sir Clowdisley Shovell and his fleet of This tragedy was just one of hundreds that Columbus was sure he could store should be 370 leagues west of the Cape Verde four massive warships were heading happened as a result of sailors being unable to enough food and water for his crew. Islands. That, they said, would be at a T o home after defeating the French fleet. As they determine their longitude. At the time, all they But, in reality, the distance was 7,800 longitude of west 42 25’. By 1518, the line sailed north from Gibraltar and approached could do was guess how far east or west they were England, they entered dense fog that lasted a from any known point. They could calculate their The Pope is the head of the Roman Catholic Church. week. Convinced that they were west of the Scilly latitude—that is, how far north or south they A clockmaker, John Harrison, solved the problem . One league is equal to 3.5 miles. Isles, near the entrance to the English Channel, were. Determining latitude is easy, and sailors the ships sailed onward. Unfortunately, that was had been doing it for more than 2,000 years not their location, and the reefs of the Isles ripped before Columbus sailed to the New World. The If you visit the city of Palos de la the ships apart. Not only did that navigation method involved was simple: At night, you Frontera in Spain, stop at Muelle blunder destroy four major vessels, but, more calculated the angle between the horizon and the de las Carabelas. At this museum, you will find important, it also killed more than 2,000 English height of a specific star, such as the North Star, to replicas of the three ships

106 0 Score: exile sailors and officers. determine your position. Then, during the day, Christopher Columbus you used the angle between the horizon and the used on his 1492 voyage. You will also “meet” height of the sun at noon. Early calculations were Columbus himself, sitting at

L his desk, plotting the course for his upcoming voyage. 18 19

ESSENTIAL PREPARE TO READ QUESTION Complete the first two columns of a KWLS chart (p . 17) on why it is important How do humans conceptualize and track to know what time it is . Explain that students will read about a situation where time? knowing the time in two locations at once is important .

CORE CONTENT CONCEPT

Social Studies The needs of a CLOSE READING AND TEXT ANALYSIS culture influence the technology it creates . Key Ideas • Create a timeline of events in the text . CCSS Reading 3 • Using details from the text, write a character sketch of John Harrison . Include CROSS-CURRICULAR information about his character traits as well as his family . CCSS Reading 1 & 3 EXTENSION Craft and Structure Engineering Study clockworks and • Analyze Literary Devices Why did the author begin the text with the the mechanical theories behind them . tragedy? How does this beginning contribute to the development of the remaining text? CCSS Reading 5 • Evaluate Tone Read the quotes by King George III . What do they suggest KEY VOCABULARY about his personality and his attitude toward the Committee? Do his actions support your conclusions? CCSS Reading 4 blunder (p. 18) a bad mistake made because of stupidity or carelessness

venture (p. 19) to go somewhere that is unknown, dangerous, etc . WRITING

Write Arguments Do you believe the Harrison family should have received the full prize? Why or why not? Cite details from the text to support your argument .

9 Dig: What Time Is It? © September 2016 ARTICLE: Sand, Bells, and Watches Magazine pages 24 - 27, Expository Nonfiction

by John D. Broadwater Sand, Bells, and Watches

magine for a moment that you are a ship’s captain in the time of Christopher Columbus and that you Iare planning to sail west across the Atlantic Ocean in search of new lands. You want to establish a regular work schedule for your crew, so you need to be able to keep track of the time of day. But, there is a problem. You cannot use a mechanical clock, because the erratic motion of the ship disrupts a clock’s movement. Remember: A reliable shipboard chronometer is nearly three centuries in the future. The half-hour glass and bell system was used to make sure Let’s Hear It for Sand! Fortunately, you can rely on a very simple device: a sand clock, also called a sandglass. This instrument consists of two glass bottles, each with a neck that tapers to a small opening. The bottles are partially crews aboard ships were all on watch for an equal time period, filled with a measured amount of sand or other suitable material and then joined at the mouths with twine that has been coated with wax. The connected bottles are set into a protective wooden Both these paintings are by famed American artist Winslow Homer (1836–1910). He titled frame. The bottle and grain size, as well as the this one Eight Bells; and the one opposite, amount of sand, vary according to the interval of The Lookout—All’s Well. Both vividly capture time to be measured. On ships, the most common sailors marking time and position at sea. allowing for a smooth voyage . measurement was the half-hour glass, which was used to mark the length of the shifts in the crew’s “watch” (work) schedule. monotonous, so each watch was normally set at four-hour watch. The glass was turned again, and four hours. For really tiring jobs, such as steering a half-hour later, the bell was struck a single time, And for Bells! the ship or standing lookout, crews were often beginning the process for the next watch. There Typically, sailors were divided into two groups— changed every 30 minutes. At the beginning of a was an exception to this rule during the dog the starboard and port watches. Shipboard four-hour watch, a half-hour sandglass was watches (see page 26). The bell was always struck work was usually demanding and often turned over. This was usually the responsibility of in pairs, so five bells would sound like this: ding- a ship’s boy. When all the sand had run through, ding, ding-ding, ding. 114 0 Score: exile A chronometer is an instrument for measuring time. the glass was quickly turned again, and the ship’s bell was struck once. When it emptied again, the The Hours—On and Off Starboard refers to the right side of a ship, facing

L forward; port, to the left. bell was struck twice, and this process continued This four-hour watch system meant that each until eight bells, which signaled the end of the segment of the crew would have the exact same NOTE: Why the First Watch starts at 8 p.m. is unclear. 24 25

ESSENTIAL PREPARE TO READ QUESTION Discuss the challenges of working when you can’t track time . How do you How do humans conceptualize and track know when you’re done? When it is someone else’s turn? Allow students to time? share their experiences with not being able to track time .

CORE CONTENT CONCEPT CLOSE READING AND TEXT ANALYSIS Social Studies The needs of a culture influence the technology it Key Ideas uses . • Consider the title and the illustrations on pages 24 and 25 . What do you believe the article is about? What specific details lead you to make this prediction? CROSS-CURRICULAR CCSS Reading 1, 2 & 7 EXTENSION • How does the shipboard setting impact timekeeping and the needs of the crew in relation to time? CCSS Reading 1 & 3 Math Create math problems using the watches and bells and complete problems created by classmates . For Craft and Structure example, what time is at six bells • Interpret Visual Information Study the images associated with the article . during the forenoon watch? Mark the section of text that each relates to . How does it add to your understanding of the information presented? CCSS Reading 5 & 7 • Evaluate Word Choice Create a three-column chart indicating each nautical KEY VOCABULARY term used, its meaning, and the context clues or other information that interval (p. 24) a period of time helped you determine its meaning . Use a dictionary to further clarify the between events meanings . CCSS Reading 4

monotonous (p. 25) used to describe something that is boring because it is always the same WRITING nautical (p. 27) relating to ships and sailing Write Narrative Texts Imagine you are in the crew of an ancient sailing ship . Write a letter to a loved one back home . Explain the nature of life at sea . Be sure to include information about your shipboard duties and schedule .

10 Dig: What Time Is It? © September 2016 ARTICLE: The Thrill of Time Travel Magazine pages 30 - 32, Expository Nonfiction

It was this type of DeLorean time-machine car that Marty McFly used in the movie “Back to the The Thrill of Future” to travel back to 1955.

Imagining Time Travel that “Time is nature’s way of keeping everything The 20th-century physicist from happening at once.” Other science-fiction Albert Einstein said that writers have addressed the concept of time, and Time Travel time and space are one. He there appears to be a consensus among them called it “spacetime.” about the following: According to Einstein, 1. No known rules of physics prevent time travel. 210 there are three dimensions 2. You cannot change or alter the past; you can in space—height, depth, only discuss it. and breadth. A fellow 3. You cannot go faster than the speed of light scientist, Hermann (186,000 miles per second) and survive. Minkowski, added time as 4. A rocket ship or time machine (mass) with a a fourth. human inside would take tons of energy Einstein introduced two (force) to plunge through time. ideas upon which 5. You cannot travel back to a time before the Scientists, science fiction authors, and philosophers have speculation about the time machine was created. possibility of the theory of 6. To time travel, you must change your time travel is based. The position in time and space or the machine first involves relativity. will run into itself. Here, travel, aided by 7. Every rule has exceptions! gravity, involves curved pondered the nature of time and the impacts of time travel, space, which causes time The Paradoxes to twist. The second focuses According to renowned English physicist on special relativity. Stephen Hawking, a time machine will never be Gravity is not involved in built. He affirms his belief with the statement: If by Ellen Seiden this theory. Rather, a such a creation were possible, then “why traveler goes super-fast haven’t we been invaded by hordes of travelers through flat spacetime into from the future?” assuming it were possible . There was a young lady named Bright What if we could witness historic wonders, the future. A clock is onboard while the traveler is Whose speed was far faster than light; change decisions, see people from our past, right in motion, and it slows time down. Einstein She set out one day wrongs, stop wars, and bring back future cures considered time “relative” because, as it passes, it In a relative way for illnesses? is measured mathematically according to And returned on the previous night. The mysterious puzzle about time’s boundaries wherever we are positioned on Earth or in space. —American botanist AHR Buller in Punch Magazine, has kept philosophers debating its nature for December 1923 centuries. Science fiction writers, such as H.G. Sci-Fi Rules Wells who wrote the 1895 novel The Time Machine, American science-fiction writer Ray Cummings

1 Score: exile hat if, instead of moving from the have plotted it backwards and forwards into wrote in his 1921 novel titled The Time Professor past to the present to the future, we wildly imaginative stories. And some physicists could manipulate time, so that we have even attempted mathematical equations to

L W could jump, loop, and travel through it in a make the dream of time travel a reality. Parade time! H. G. Wells fans drive a machine, wherever and whenever we pleased? time machine in the annual DragonCon parade in Atlanta, Georgia, in 2012. 30 31

ESSENTIAL PREPARE TO READ QUESTION Imagine you can travel through time . What time period would you visit? Why? How do humans conceptualize and track What would you see there? Who might you meet? Have your students imagine time? their own time travel journeys .

CORE CONTENT CONCEPT CLOSE READING AND TEXT ANALYSIS

Social Studies People’s perspectives Key Ideas shape the historical sources they • What can you conclude about the relationship between science and science create . fiction? Cite evidence from the text to support your answer . CCSS Reading 1 & 2 • Underline details in the text that support the idea that sci-fi has consistent rules . CCSS Reading 2 CROSS-CURRICULAR EXTENSION Craft and Structure English Language Arts Read and • Analyze Text Structure How does the opening limerick relate to the discuss science fiction stories related remainder of the text? Why might the author have chosen to include it? What to time travel . tone does it establish? CCSS Reading 5 • Analyze Point of View What is the author’s opinion of time travel? Which specific words and phrases give you this impression? How does it impact your KEY VOCABULARY understanding of the topic presented? CCSS Reading 6 What is the structure of a limerick? What is its tone? CCSS manipulate (p. 30) to move or • Analyze Poetry control (something) with your hands Reading 4 & 5 or by using a machine

paradox (p. 31) something (such as a situation) that is made up of two opposite things and that seems WRITING impossible but is actually true or possible Write Narrative Texts Work with a partner to write a skit around the rules for time travel presented in the article . Consider who your characters are and why they need to travel . Will any of the rules prevent them from making their journey? Will they break one? What are the consequences?

11 Dig: What Time Is It? © September 2016 COMPARING TEXTS

CROSS-TEXT CONNECTIONS

SYNTHESIZE: Guide students to compare articles they read . Help students find the connections between pieces of information in multiple articles . Use prompts, such as the following examples, to have students work together to Integrate Ideas and Information (CCSS.Reading.9) .

• Refer to “Help! I’m Lost Without My Watch!” and “Sand, Bells, and Watches” to learn about the importance of time at sea . Which chronometers were used and why? How has the technology changed over time?

• Reread all of the articles to create a chart listing each chronometer mentioned and how or why it was used . Add time periods and information about the culture or people who were served by the devices if appropriate .

• Use information from “Calendars…,” “All in Your Head,” “Lakota Winter Count,” and “The Thrill of Time Travel” to compare how culture, language, and increased scientific understanding impact our conceptualization of time .

• Study “Lakota Winter Count” and “The Thrill of Time Travel” to gain a better understanding of how our views of time lead us to create artistic products .

• Reread all of the articles to create a timeline of timekeeping technology .

12 Dig: What Time Is It? © September 2016 MINI-UNIT

EXPLORATORY LEARNING - FLEXIBLE MINI-UNIT DESIGN

Timekeeping devices have been part of the fashion world since the pocket watch . Even today, there are iWatches, clock earrings, and T-shirts sporting Stonehenge or sundials . In this Mini-Unit your students will devise their own timely fashions and explain the history for whichever chronometer they choose to wear .

ENGAGE READ FOR A APPLY PURPOSE

ENGAGE: Engage students in the topic of time by having them place the timekeeping devices pictured in chronological order to show how chronometers have evolved over time . Look at the images with your students and discuss them . Consider together which device or structure may have come first . Then, have students continue in pairs or independently until all of the images are ordered . Review the images together to determine the correct order .

Discuss how each item represents the culture it came from and how those people perceived time .

13 Dig: What Time Is It? © September 2016 MINI-UNIT (cont .)

READ FOR A PURPOSE

INTRODUCE THE ACTIVITY: TIMELY FASHION SHOW Bring in any fashion accessories or items you own related to time or show pictures of some . Explain that the students will be creating wearable models of timekeeping devices and describing their history, how they work, who used them, and why . The presentation will be part of a fashion show .

Present the students with a list of timepieces discussed in the issue and decide if you’ll have them work independently or in pairs . Also decide if you’ll allow them to use resources other than the magazine . Help each student (or pair) select a device to learn more about .

RETURN TO THE TEXT: Explain to students that before they can create their fashions they must gather information to include in their presentations . The following list contains the chronometers found within each article .

When Time Stood Still (p. 2) Candles, sundial, water clock, hourglass, egg timer, watch

American Woodhenge (p. 4) American Woodhenge

Calendars... (p. 8) Gregorian, Coptic and Chinese calendars

Lakota Winter Count (p. 16) Winter count robes

Help! I’m Lost Without My Watch! (p. 18) Harrison’s clocks

Sand, Bells, and Watches (p. 24) Hourglasses and bells, GPS

As students read the articles, remind them to keep the issue’s essential question in mind and to note details on the history, function, and uses of their timepieces .

14 Dig: What Time Is It? © September 2016 MINI-UNIT (cont .)

APPLY: TIMELY FASHION SHOW

Fashion Show Intro:

Once students have decided on a topic and taken notes, discuss how fashion shows are structured . Explain that they will narrate for themselves (or select one partner to narrate while the other acts as the model) . Give them some of the language commonly found in fashion shows . (See box below for examples .) Establish a time limit for each presentation and tell them they will be able to rehearse with a stopwatch, timer, or clock to help them .

Fashionable Materials

Fashionable Language Old T-shirts (turned inside out to hide designs)

Sporting a (name or adjective) design Fabric markers or paint

Now we have (name) wearing . . Wire

Notice the . . String

Scissors

Crayons or markers

STEP 1: GET ORGANIZED Have students use the Fashion Show Template on page 16 to organize their notes and plan their presentations . Extra boxes are for any details that don’t fit in another box . Each item can be copied or glued to an index card for use during the presentation . Students can change the order of their cards to help develop a cohesive presentation .

STEP 2: CREATE FASHIONS Decide if students will be allowed to use fashion accessories they already own and discuss how they will create their designs . Students can fashion wire into a model attached to string as a necklace, paint T-shirts, or create cardboard placards . Encourage their creativity in using other objects to develop their designs as well, but have them clear ideas with you before proceeding .

STEP 3: SHOW TIME! Once all designs and presentations are complete, conduct your fashion show . Use a timer and remind students of any time limits you may have set .

15 Dig: What Time Is It? © September 2016 MINI-UNIT (cont .)

GRAPHIC ORGANIZERS

Fashion Show Template Name: ______

Introduce yourself and your design: Reason this timepiece was needed:

When it was in use: Who used it:

How it works: Is it still in use? If not, what replaced it and when?

Inventor:

KWLS

K W L S What I Know What I Want to Know What I Learned What I Still Want to Know

The articles in this magazine provide a wealth of opportunities for meeting state and national instructional standards . The following pages contain charts listing Core Instructional Concepts for each of three curricular areas: English Language Arts, Science, and Social Studies .

USING THE STANDARDS CHARTS

ELA Corresponding CCSS anchor standards have been listed next to each item on the Core Instructional Concepts chart . To customize the chart, add your own grade, state, or district standards in the last column . Match the concepts and standards from the chart to the activities on each page of the Teacher’s Guide to complete your lesson plans .

SOCIAL STUDIES Content Concepts in each Article Guide are based on Dimension 2 of the CS Framework for Social Studies: Applying Disciplinary Concepts and Tools . Use the last column in the accompanying chart to correlate these concepts to your state or district standards .

SCIENCE Content Concepts in each Article Guide are drawn from the Three Dimensions of the Next Generation Science Standards . You will also find connections to these concepts within individual close-reading questions .

MATH Content Opportunities for math activities are provided in the Cross-Curricular extensions on each Article Guide page .

CCSS ANCHOR CORRESPONDING SKILLS AND CONCEPTS STANDARD STANDARD

KEY IDEAS AND DETAILS

Read closely to determine what a text says explicitly. Reading 1

Make logical inferences to determine what the text communicates Reading 1 implicitly . Cite specific textual evidence to support conclusions drawn from the Reading 1 text . Determine central ideas or themes of a text and analyze their Reading 2 development .

Summarize key supporting details and ideas. Reading 2

Analyze how individuals, events, and ideas develop and interact over Reading 3 the course of a text .

CRAFT AND STRUCTURE

Interpret words and phrases as they are used in a text . Reading 4

Determine technical, connotative, and figurative meanings. Reading 4

Analyze how specificword choices shape meaning or tone . Reading 4

Analyze the structure of texts (sequence, cause/effect, compare/ Reading 5 contrast, problem/solution)

Recognize the genre, key elements, and characteristics of literary texts . Reading 5

Assess how point of view or purpose shapes the content and style of a Reading 6 text .

Analyze how an author’s style and tone affects meaning . Reading 6

INTEGRATION OF KNOWLEDGE AND IDEAS

Integrate and evaluate content presented in diverse media and formats . Reading 7

Identify and evaluate the argument and claims in a text . Reading 8

Analyze how two or more texts address similar themes or topics. Reading 9

WRITING Write arguments to support claims, using valid reasoning and relevant Writing 1 and sufficient evidence . Write informative/explanatory texts to examine and convey complex Writing 2 ideas and information clearly and accurately .

Write narratives to develop real or imagined experiences or events . Writing 3

Draw evidence from literary or informational texts to support analysis, Writing 9 reflection, and research . Conduct short as well as more sustained research projects. Writing 10

STATE OR C3 INQUIRY ARC DISTRICT DIMENSION 2: APPLYING DISCIPLINARY CONCEPTS AND TOOLS STANDARD

CIVICS Analyze the origins, functions, and structure of different governments and the origins and purposes of laws and key constitutional provisions .

Summarize core civic virtues and democratic principles.

Evaluate policies intended to address social issues .

ECONOMICS

Evaluate the benefits and costs of individual economic choices.

Analyze economic incentives, including those that cause people and businesses to specialize and trade . Explain the importance of resources (i e. . labor, human capital, physical capital, natural resources) in methods of economic production.

Explain the functions of money in a market economy .

Explain the importance of competition in a market economy .

Apply economic concepts (i e. . interest rate, inflation, supply and demand) and theories ofhow individual and government actions affect the production of goods and services.

Analyze economic patterns, including activity and interactions between and within nations .

GEOGRAPHY Construct and use maps and other graphic representations (i e. . images, photographs, etc .) of different places .

Explain cultural influences on the way people live and modify and adapt to their environments .

Analyze places, including their physical, cultural and environmental characteristics and how they change over time .

Analyze movement of people, goods, and ideas.

Analyze regions, including how they relate to one another and the world as a whole from a political, economic, historical, and geographic perspective .

HISTORY Interpret historical context to understand relationships among historical events or developments. Evaluate historical events and developments to identify them as examples of historical change and/or continuity. Analyze perspectives, including factors that influence why and how individuals and groups develop different ones .

Evaluate historical sources, including their reliability, relevancy, utility, and limitations .

Analyze causes and effects, both intended and unintended, of historical developments .

DIMENSION 1: SCIENTIFIC AND ENGINEERING PRACTICES

Dimension 1 focuses on the practice of science, and how knowledge is continually adapted based on new findings . The eight practices of the K-12 Science and Engineering Curriculum are as follows:

• Asking questions (for science) and defining • Using mathematics and computational thinking problems (for engineering) • Constructing explanations (for science) and designing • Developing and using models solutions (for engineering) • Planning and carrying out investigations • Engaging in argument from evidence • Analyzing and interpreting data • Obtaining, evaluating, and communicating information

DIMENSION 2: CROSSCUTTING CONCEPTS

Dimension 2 provides an organizational schema for integrating and interrelating knowledge from different science domains . The eight NGSS Crosscutting Concepts are as follows:

• Patterns • Systems and System Models • Similarity and Diversity • Energy and Matter • Cause and Effect • Structure and Function • Scale, Proportion, and Quantity • Stability and Change

DIMENSION 3: DIMENSIONS AND DISCIPLINARY CORE IDEAS

Dimension 3 presents a contained set of Disciplinary Core Ideas to support deeper understanding and application of content . The following chart details Core Ideas for curriculum, instructional content, and assessments within four domains . LIFE SCIENCE PHYSICAL SCIENCE EARTH SCIENCE SPACE SYSTEMS • Structure and • Forces and • Weather • Solar System Function of Interactions • Climate • Planets Living Things • Energy • Rocks & Soil • Moon • Life Cycles and • Light Stages • Erosion and • Sun • Sound Weathering • Reproduction & Inherited Traits • Electricity/ • Landforms Magnetism • Animals • Water • Matter • Plants • Oceans • Waves • History of Earth • Heat • Plate Tectonics • Chemistry • Volcanoes, • Information Earthquakes, Processing and Tsunamis